Relación entre el clima escolar y la autoestima en adolescentes de 13 a 15 años en dos Instituciones Educativas de Cúcuta, Norte de Santander
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Fecha
2024
Autores
Jurado Ayala, Dayana Marcela
Laguado Parra, Ludhy Jhuliana
Serna Hernández, Yury Valeria
Sandoval Escamilla, Marul Yelitza
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Ediciones Universidad Simón Bolívar
Facultad de ciencias Jurídicas y Sociales
Facultad de ciencias Jurídicas y Sociales
Resumen
La presente investigación analizó la relación entre el clima escolar y la autoestima en adolescentes de 13 a 15 años de dos instituciones educativas de Cúcuta, este estudio se trabajó bajo el paradigma positivista y enfoque cuantitativo con un alcance de tipo descriptivo correlacional, utilizó un diseño no experimental y de corte transversal. La muestra fue no probabilística y estuvo compuesta por 130 estudiantes de las dos instituciones. Para medir las variables se emplearon: la escala de Clima Social Escolar de Moos y la Escala de Autoestima de Rosenberg (RSE). Los resultados sugieren que, en ambos colegios, la gran mayoría de los estudiantes perciben un clima social escolar moderado, lo que indica una convivencia aceptable y relaciones sociales adecuadas. En esta línea, en la Institución privada, una pequeña proporción (5.38%) se siente en un ambiente de alta calidad social, lo que sugiere que hay algunos estudiantes que experimentan un clima más positivo. En cuanto a la autoestima, los estudiantes de la IE pública mostraron niveles más altos en contraste con los estudiantes de la IE privada.Aunque la mayoría de los estudiantes en ambos colegios perciben un clima social escolar moderado, no existe una correlación fuerte entre el clima escolar y la autoestima en general. Sin embargo, se ha identificado una pequeña correlación en la variable de claridad con el clima escolar, lo que podría significar que en ciertos aspectos un clima social sea positivo, podría influir ligeramente en la autoestima de algunos estudiantes, pero no de manera generalizada.
This research analyzed the relationship between school climate and self-esteem in adolescents aged 13 to 15 years from two educational institutions in Cúcuta. This study was carried out under the positivist paradigm and quantitative approach with a descriptive correlational scope, using a non-experimental and cross-sectional design. The sample was non-probabilistic and consisted of 130 students from the two institutions. To measure the variables, the following were used: the Moos School Social Climate Scale and the Rosenberg Self-Esteem Scale (RSE). The results suggest that, in both schools, the vast majority of students perceive a moderate school social climate, which indicates acceptable coexistence and adequate social relationships. Along these lines, in the private institution, a small proportion (5.38%) feels in a high-quality social environment, which suggests that there are some students who experience a more positive climate. Regarding self-esteem, students from the public IE showed higher levels in contrast to students from the private IE. Although most students in both schools perceive a moderate school social climate, there is no strong correlation between school climate and self-esteem in general. However, a small correlation has been identified in the variable of clarity with school climate, which could mean that in certain aspects a positive social climate could slightly influence the self-esteem of some students, but not in a generalized way.
This research analyzed the relationship between school climate and self-esteem in adolescents aged 13 to 15 years from two educational institutions in Cúcuta. This study was carried out under the positivist paradigm and quantitative approach with a descriptive correlational scope, using a non-experimental and cross-sectional design. The sample was non-probabilistic and consisted of 130 students from the two institutions. To measure the variables, the following were used: the Moos School Social Climate Scale and the Rosenberg Self-Esteem Scale (RSE). The results suggest that, in both schools, the vast majority of students perceive a moderate school social climate, which indicates acceptable coexistence and adequate social relationships. Along these lines, in the private institution, a small proportion (5.38%) feels in a high-quality social environment, which suggests that there are some students who experience a more positive climate. Regarding self-esteem, students from the public IE showed higher levels in contrast to students from the private IE. Although most students in both schools perceive a moderate school social climate, there is no strong correlation between school climate and self-esteem in general. However, a small correlation has been identified in the variable of clarity with school climate, which could mean that in certain aspects a positive social climate could slightly influence the self-esteem of some students, but not in a generalized way.
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Palabras clave
Clima social escolar, Escala de autoestima, Adolescentes
